Abstract
As the intensity and magnitude of the social and emotional issues that adolescents face begins to mount, therapists, counsellors and educators are faced with a number of challenges in terms of the provision of the professional service of counselling in schools. In the South African context the provision of support services in education has been divided along racial and class lines, thereby making access to these services the domain of a privileged few. The training of peer-counsellors in schools is a deliberate attempt to broaden the access to support services across communities. This type of training is however intensive, as it involves activities that challenge the adolescent participant on a personal, social and emotional level. This study focuses on the personal experience of 9 learners on a peer-counsellor training course in a school. A qualitative research methodology was used to extract raw data from various sources. The raw data was derived from a document analysis of intake forms, feedback forms and interview transcripts. Categories were identified in the raw data through open coding, and themes then named. The theme of empowerment emerged from the data as the primary positive outcome of the training course along with increased levels of social and emotional awareness, and a desire to provide a service. It is evident from this study that participation in a peer-counsellor training group is a worthwhile experience for adolescents. Training gaps were also identified. Emotional barriers were identified which raised concern over the selection process of participants for the course, the lack of debriefing after the course, as well as the level of emotional maturity of some of the participants for such an intensive training programme. It is recommended that the selection of participants be done with stricter criteria and that the contents and demands of the course be made known to all prospective participants in advance. The expectations of the participants are to be noted and not overlooked through the duration of the course. By documenting the experiences of learners in a peer-counsellor training course, insight has been gained, that will direct future planning with regard to the training, and use of peer-counsellors in the school setting.
Dr. L. Beekman
Dr. E. Fritz